High school learners’ experiences of Inclusive Education: Reflections from first year psychology students

Abstract

Inclusive Education has been implemented in South Africa since 2001 to address the barriers that prevent learners from accessing, participating and achieving in mainstream schools. Research has largely focused on teachers and other educational stakeholders’ evaluation of the progress and efficiency of Inclusive Education. This qualitative study reports on the high school experiences of first year psychology students. The sample included both learners with and without barriers to learning, who attended different schooling systems; Public (urban and township), private and rural schools. Using qualitative surveys, the study investigated students’ experiences and understanding of Inclusive Education. The data was analysed using thematic analysis and the bioecological model. Four key themes were identified; (1)Diverse understandings of barriers to learning (BTL), (2) Experiences with learners with barriers to learning,(3)Teachers’ relations with learners with BTL, and (4) Attitudes towards IE. The findings revealed that most of the participants have had experiences with learners with various BTL in high school. However, their experiences indicate that there are still negative perceptions and treatment of learners with BTL, by teachers and other learners, though they have also witnessed the resilience of learners with barriers to learning. Inclusive Education is gradually being implemented, especially considering that most of the participants have had experiences with learners with various BTL in high school. Of the research found, there is substantial work that is required to successfully implement IE in South African schools.